Que nos presentan así, Andreas Schleicher Director for Education and Skills Special Advisor on Education Policy to the Secretary-General :

Over the last decade, the OECD region has seen a 20 percent rise in spending per school
student but yet little significant improvement in learning outcomes. When other sectors
see flat-lining productivity they look to innovation. In many fields, people enter their
professional lives expecting their practice to be transformed by innovation. This is still
not widespread in education. When the OECD conducted its first international survey
of teachers, teaching and learning (TALIS), an average of only just over a quarter of
teachers responded that more innovation in their teaching would be valued, never mind
rewarded, in their schools.

Governments can help to open up systems to innovation. They can create an innovationfriendly
climate that encourages transformative ideas to flourish on the ground, both
by fostering innovation within the system and by creating opportunities for outside
innovations to come in. They can help strengthen professional autonomy and a
collaborative culture where great ideas are shared and refined. Governments can help
to make great ideas real by providing access to funding and non-financial support to
lift those ideas into action. Not least, governments can build incentives and signals that
strengthen the visibility and demand for what demonstrably works.

But governments can only do so much. Silicon Valley works because governments
have created the conditions for innovation, not because they do the innovation.
Similarly, governments cannot innovate in classrooms. If there has been one lesson
learnt about innovating education, it is that teachers, schools and local administrators
should not just be involved in the implementation of educational change but they should
have a central role in its design. They need robust frameworks and sound knowledge
about what works if they are to be effective innovators and game changers. The OECD
Centre for Educational Research and Innovation has devoted considerable energy to
building such a knowledge base about innovative policy and practice over recent years.
This Handbook now translates that knowledge base into practical tools for teachers and
for leaders, whether in schools or at other levels of education systems. We hope it will
empower them to educate children for their future, not for our past.

Within the OECD Secretariat, the author and editor of this volume is David Istance.
Matthew Gill and Rachel Linden have been responsible for handling the logistics in
finalising the report. The layout was undertaken by Design Media. (leer más...)

Dr. Mazlan Abbas Selangor, Malaysia, Wilayah Persekutuan, MalaysiaCEO and Co-Founder of FAVORIOT | An IOT Evangelist | Keynote Speaker | IOT Thought Leader.Telecom / Mobilehttps://www.facebook.com/drmazlanabbasDr. Mazlan is the co-founder and CEO of Favoriot. He is ranked among 50 Most Impactful Smart Cities Leaders by World CSR Congress 2017, ranked Top 10 in IoT Top 100 Influencers by Postscapes 2017, ranked No. 20th Thought Leader in IOT by 2014 Onalytics Report – “The Internet of Things - Top 100 Thought Leaders” and ranked Top 100 in Smart Cities Top Experts by Agilience Authority Index May 2016. He is currently one of Global Vision Board Member. Before Favoriot, he spent 2.5 years as CEO of REDtone IOT and 8 years in MIMOS Berhad as Senior Director Wireless Communications Cluster. He also spent 13…

OnlineUniversities.com created this infographic breaking out the impact of gaming on the human nervous system ,both the pros and the cons, incorporating data from half a dozen other sources to present a more complete picture. What’s your take? How do you reap the benefits of gaming in your classroom, while also mindfully protecting children from the undesirable side effects?